Lara Jasien

Lara Jasien
CPM Educational Program · Research

Doctor of Philosophy

About

8
Publications
1,085
Reads
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12
Citations
Citations since 2017
8 Research Items
12 Citations
201720182019202020212022202302468
201720182019202020212022202302468
201720182019202020212022202302468
201720182019202020212022202302468

Publications

Publications (8)
Article
We build on mathematicians' descriptions of their work and conceptualize mathematics as an aesthetic endeavor. Invoking the anthropological meaning of practice, we claim that mathematical aesthetic practices shape meanings of and appreciation (or distaste) for particular manifestations of mathematics. To see learners' spontaneous mathematical aesth...
Article
Background: We explore how school-based mathematical experiences shape out-of-school mathematical experiences, developing the idea that learners hybridize norms and practices around authority and evaluation across these two contexts. To situate our study, we build on constructs of participatory identity and framing. Methods: Drawing from a large co...
Conference Paper
Full-text available
This symposium offers considerations for designing playful mathematics learning environments by synthesizing empirical research across four contexts that differ in location, formality, timescale, materials, facilitation, and participation structures. Despite the importance of play across the lifespan, mathematics classrooms are often spaces student...
Presentation
This symposium offers a look across several sites of informal STEM learning for moments of productive problem-posing. Despite the importance of problem-posing in both academic and applied STEM fields, students are rarely offered robust opportunities to define their own paths through these domains. When they are, it is often in the context of inform...
Conference Paper
Full-text available
Unsurprisingly, our understanding of the mathematical practice of problem-posing — a fundamental driver of disciplinary engagement (Einstein & Inhfeld, 1938; NCTM, 1991) — is underdeveloped. In fact, neither teachers nor students gain much experience in problem-posing, as the people who pose the problems of school mathematics are often erased throu...
Conference Paper
Full-text available
This analysis joins together two lines of work: mathematical problem solving and children's construction play as a resource for mathematics learning. Our study is motivated by two observations. First, play has characteristics reminiscent of professional mathematicians' practice. Second, the child-centeredness of play points to possibilities for equ...
Conference Paper
Full-text available
In this symposium, we ask what mathematical engagement looks like in the context of play, focusing on contexts designed to support mathematical thinking through open-ended activity, and looking at ages that are traditionally overlooked in studies of play. We heed Dewey’s admonition to look beyond sugar-coating: we do not seek to claim that “play is...
Conference Paper
Full-text available
Playing and doing mathematics are often conceived of as mutually exclusive activities. One is dominated by positive affect and free choice, while the other is often perceived as highly abstract and predetermined. We wonder how children’s play can provide an entrée into mathematical thinking? In play, children ask “what if…?” as they imagine new pos...

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Projects

Project (1)
Project
Efforts to bring the ambitious instruction embodied by the Mathematical Practices to scale often run into challenges, including inadequate instructional expertise (Wilhelm, 2014), ineffectual professional development (Garet, Porter, Desimone, Birman & Yoon, 2001), and misaligned curriculum (Stein & Kim, 2009). For these reasons, we set our inquiry of playful mathematics learning outside of school to focus on learning environments that support mathematical practices, and, in turn, children’s deeper learning of mathematical content. -NSF Grant Proposal